Overcoming Learning Obstacles: Strategies for Supporting Students with Diverse Needs ()
1. Introduction
The education system is designed to ensure that every student is provided with the necessary education and skills for successful and effective learning. Effective learning refers to the process of acquiring and retaining knowledge, skills, and understanding in a way that promotes meaningful and long-lasting learning outcomes. It involves the active engagement of learners, allowing them to make connections, apply knowledge in real-world contexts, and develop critical thinking and problem-solving skills. It goes beyond rote memorization and focuses on fostering deep comprehension and the ability to transfer learning to different situations. However, effective learning does not come easy for all students. Some students face learning challenges and require special attention and support to achieve academic success. These students are expected to receive special education services to cater to their specific learning needs. Yet, every school must recognize and address the learning challenges of students, not just special education schools or classes. Additionally, this approach promotes a culture of acceptance and recognition of differences, which has far-reaching positive effects that extend beyond the classroom. Research shows that diverse schools significantly improve students’ social and emotional competence and relations with their peers, which can bolster academic achievement (Quezada et al., 2018) [1] . This article aims to explore the need to address the learning challenges of students in every school and the implications of neglecting this aspect of education and educational institutions.
2. Learning Challenges for Students
Learning challenges can indeed arise due to various reasons, including cognitive, social, emotional, physical, racial, gender, and sexual orientation discrimination. Here are examples of each.
2.1. Cognitive Factors
Dyslexia and Dyscalculia: dyslexia is a learning disability affecting reading, spelling, and writing skills due to difficulties with processing phonological information, and dyscalculia is a learning disability impacting mathematical skills, making it challenging for individuals to understand and work with numbers and mathematical concepts.
Down Syndrome: Down syndrome is a genetic disorder caused by the presence of an extra chromosome 21. It affects cognitive abilities and physical development. Individuals with Down syndrome may experience delays in language and speech development, as well as challenges with memory, attention, and problem-solving skills. The degree of cognitive impairment can vary among individuals with Down syndrome, but additional support and accommodations can greatly enhance their learning experiences.
Attention Deficit Hyperactivity Disorder (ADHD): A neurodevelopmental disorder affecting attention, impulse control, and hyperactivity, leading to difficulties in focusing on tasks.
2.2. Social Factors
Autism Spectrum Disorder (ASD): A developmental disorder impacting social communication and behavior, making it challenging for individuals to understand social cues and norms.
Social Anxiety: An emotional challenge where individuals experience intense fear or discomfort in social situations, hindering their ability to engage with peers and participate in group activities.
Social Communication Disorder: A condition affecting the ability to understand and use verbal and nonverbal communication effectively, leading to difficulties in social interactions and relationships.
2.3. Emotional Factors
Anxiety Disorders: Emotional challenges that lead to excessive worry, fear, and nervousness, often hindering individuals' ability to focus and perform academically.
Depression: A mood disorder characterized by persistent feelings of sadness and lacking interest, which can affect motivation and engagement in learning.
Emotional Regulation Difficulties: Challenges in managing emotions and coping with stress, which can impact concentration and behavior in the classroom.
2.4. Physical Factors
Visual Impairment: A physical challenge that affects sight, making it difficult for individuals to access visual information in learning materials or participate in visual activities.
Hearing Impairment: A physical challenge affects hearing, making it challenging for individuals to access auditory information and communicate effectively.
Motor Coordination Difficulties: Physical challenges with fine or gross motor skills impacting tasks such as writing, drawing, or participating in physical education.
2.5. Racial Inequities
Discrimination and Bias: Systemic racism and discrimination can create barriers to learning, leading to disparities in educational opportunities and resources for marginalized racial and ethnic groups.
Stereotype Threat: Negative stereotypes and biases about certain racial groups can negatively impact academic performance and self-confidence, contributing to learning challenges.
2.6. Gender and Sexual Orientation Discrimination
Gender Stereotypes: Traditional gender roles and stereotypes can influence how students are treated and perceived in educational settings, affecting their access to certain subjects or activities.
LGBTQ+ Discrimination: Discrimination or harassment based on sexual orientation or gender identity can create hostile learning environments, leading to emotional and academic challenges for LGBTQ+ students.
Addressing and understanding these factors is crucial for creating inclusive and equitable educational environments that support all students, regardless of their cognitive, social, emotional, physical, racial, gender, or sexual orientation backgrounds. Educators and policymakers must work together to promote a culture of respect, understanding, and support to ensure that all students have an equal opportunity to thrive academically and personally (Learning Disabilities Association of America, 2013) [2] . Individualized support, accommodations, and differentiated instruction are often required to meet the unique learning needs of each student and help them succeed in their educational journey. These challenges can have a severe impact on a student’s academic and social development, making it difficult for them to cope with the regular curriculum. As a result, students who face such challenges may require; “Individual Education Plans (IEPs) that are used by many schools as a planning, teaching and reviewing tool for children and young people with special educational needs (SEN)” (The National Autistic Society, 2020) [3] . IEPs are personalized, and comprehensive documents designed to support students with diverse learning needs in the education system. An IEP outlines specific learning goals, accommodations, and services tailored to meet the unique needs of each student with a learning challenge or disability. The development and implementation of IEPs involve collaboration among educators, parents or guardians, and other professionals to ensure the student receives the necessary support and resources to succeed academically and socially. IEPs are designed to support students with diverse learning needs and help them achieve their academic goals. However, there are some potential negative impacts of IEPs on schools and students, which include:
・ Limited resources: Developing and implementing IEPs can require significant time and resources from schools, including specialized staff, materials, and equipment. This can divert resources from other areas and limit the ability of schools to provide equitable services to all students.
・ Stigmatization: Some students with IEPs may experience stigmatization or labeling by peers and teachers, which can lead to social isolation and low self-esteem.
・ Inequity: In some cases, IEPs may perpetuate inequities by focusing on deficit-based approaches to learning rather than recognizing and building on students’ strengths and abilities. This can lead to lower expectations for students with disabilities and limit their opportunities for success.
・ Over-reliance on IEPs: Schools may become overly reliant on IEPs to address the needs of students with disabilities, rather than adopting a more universal design approach that benefits all students. This can result in missed opportunities for inclusive education and limit the potential for all students to reach their full potential.
It’s important to note that these potential negative impacts of IEPs are not universal and can be mitigated through careful planning, collaboration, and a focus on equity and inclusion. IEPs can play a valuable role in supporting students with diverse needs and promoting a more inclusive and equitable education system when implemented effectively.
3. The Need for Addressing Learning Challenges in All Schools and Education Systems
It is essential to address learning challenges in every school, regardless of whether it is a special education school or a school with mainstream education. Furthermore, addressing learning challenges in every school and education system can help prevent achievement disparities between students with and without disabilities. In numerous instances, students with special needs tend to experience lower academic and socioemotional outcomes in comparison to their non-disabled peers (OECD, 2019) [4] . The achievement gap is a reflection of the unequal distribution of resources and support services, which puts students with special needs and learning challenges at risk of falling behind or struggling to succeed. Student Support Services (an inclusion department in our school) assesses the effectiveness of strategies provided by our schools, such as resources, tutoring programs, counseling, and assistive technology, to determine how these services contribute to the success of students with learning challenges. We have been able to adapt our curricula and teaching in a manner that benefits all students. Collaboration with organizations focused on inclusive education, disability advocacy, or parent support groups has provided valuable insights and access to practical evidence gathered from real-world experiences. The diagram below was created to try to identify strategies that could assist in bridging this gap for all students. The strategies mentioned in the diagram could be considered tools that all systems could abide by. Realizing, of course, that not all systems would have to or even want to, these are strategies that could help any school or education system that wants to.
3.1. Strategies to Diminish Education Inequities
E.Q.U.A.L.: Schools can strive to ensure that all students have equal access to quality education and resources regardless of their background, abilities, or socio-economic status. This can be achieved through policies that promote inclusive education, such as providing assistive technology and accommodations for students with disabilities, implementing anti-bullying programs, and creating a welcoming and supportive learning environment for all. Actively prompting change for students who have been previously disadvantaged through education and educational systems.
INC.L.U.D.E.: Schools can adopt a more inclusive approach to education that recognizes and values the diversity of their student population. This can involve incorporating culturally responsive teaching practices, offering a curriculum that reflects the perspectives and experiences of diverse groups, and promoting equity in education by addressing disparities in academic achievement among different student groups.
E.F.F.E.C.T.: Schools can focus on empowering students to become lifelong learners and prepare them for the challenges of the 21st century by adopting innovative teaching methods and incorporating technology into the classroom. Collaborative teaching and learning can help foster creativity, critical thinking, and problem-solving skills, whilst creating globally minded citizens.
P.R.E.P.: Schools can emphasize the idea that education should be focused on helping students progress and improve over time, regardless of their learning challenges or disabilities. It emphasizes a growth mindset and a belief that all students can succeed with the right support and resources.
Implementing strategies such as these in schools and education systems requires a commitment to creating an inclusive, equitable, and effective learning environment that supports the diverse needs of all students. It also requires collaboration among educators, policymakers, and community stakeholders to promote and sustain these initiatives over time. (Figure 1)
3.2. There Are Several Reasons Why Implementing Strategies Such as These Are Significant in Addressing Diverse Needs to Ensure Quality Education for All
3.2.1. Equality and Equity in Education
Access to quality education is a basic human right, and every student deserves equal opportunities to learn and succeed. However, equal education does not provide fair opportunities for those previously disadvantaged. Understanding fairness and equality goes hand in hand with increasing students’ tolerance and appreciation for diverse learners. If students can distinguish between fair and equal, they’re noticing how privilege impacts them and their classmates. Equality means treating everyone the same, whereas fairness means treating people according to their needs (Merrow, 2021) [5] , emphasizing that every student deserves an equal opportunity to learn and succeed, regardless of their background, abilities, or challenges. So, then, what should the next logical educational step be if learning challenges are not addressed in every school or if schools solely strive to provide equal education? It would mean that students with learning challenges
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Figure 1. Visual representation of the above-mentioned strategies.
would have limited access to quality education. This situation would not be in line with the principles of equity and equality. In that sense, the curriculum should be adapted to be more inclusive, where all students can benefit from learning and be successful in all aspects. Hence, there should be a major movement, across the world, towards equitable education. Not just equitable education, but education rooted in quality. According to the United Nations, “Equitable quality education can lead to peace, social justice, and sustainable development; the challenge is to aim for more than measurable short-term outcomes. This is an opportunity to put in place a framework for sustainable development that is aspirational and courageous” (2015) [6] . In the hopes of creating curricula and education systems that are fruitful, they constantly need to be adapted, changed, and improved where they are lacking.
3.2.2. Inclusive Education
Inclusive education recognizes that all students have unique learning needs, and efforts should be made to provide an environment that is responsive to their needs, highlighting its focus on fostering a sense of belonging and acceptance for all students, irrespective of their differences. An inclusive education system would incorporate strategies that support diverse learners, including those with learning challenges, within mainstream classrooms, rather than segregating them into separate schools or classrooms. Kim (2023) [7] suggests that despite the increasing presence of children with disabilities in regular classrooms, the concept of “special” education in the US is still frequently associated with “separation”. To adequately prepare students for the realities of the world, an inclusive approach to education would be more logical. This promotes an environment of collaboration, respect, and acceptance, where all students value and even embrace the differences among each other. An inclusive education system aims to decrease factors such as segregation, stigmatization, and discriminatory attitudes that would be present in a system otherwise and ultimately leads to positive academic, social, and emotional outcomes for all students. Moreover, addressing the learning challenges of all students in every school can help reduce the stigma that often accompanies students with disabilities. When students with disabilities are treated differently or placed in separate classes, they can feel ostracized and unfairly labeled. This is known as the “special education stigma,” and it can negatively impact a student’s self-esteem and academic performance (Rose, 2016) [8] . By working towards inclusive and equitable practices, schools can avoid perpetrating these stereotypes while creating a culture of equality and equity.
3.2.3. Effective Learning
Addressing learning challenges in education systems and regular schools can improve the effectiveness of learning for all students. By incorporating interventions and strategies that support students with learning challenges, educators can create an environment where different types of learners can be successful. More so, such interventions will cater to the learning challenges that affect many students, therefore potentially increasing student engagement, motivation, and achievement in different subjects. To promote comprehensive education, schools can consider implementing Universal Design for Learning (UDL), which would guarantee that all students have access to appropriate support and accommodations for learning. This would eliminate the need for segregating students into special education classes or schools, which can often carry negative and stigmatizing connotations. “Universal Design for Learning (UDL) is a framework developed by CAST [9] , an Understood founding partner that aims to provide all students with equal access to education through flexible teaching methods and accommodations(Figure 2). UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology” (Posey, 2022) [10] . Implementing UDL in mainstream classrooms can provide several benefits for students with
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Figure 2. Universal design for learning guidelines [9] . Source: https://udlguidelines.cast.org/more/downloads
learning challenges and disabilities, including:
1) Access to appropriate accommodations and support: UDL ensures that all students have access to appropriate support and accommodations for learning, regardless of their learning challenges or disabilities.
2) Reduced stigma: With UDL, students with learning challenges and disabilities can receive the necessary support without having to be segregated into separate special education classes or schools, which can often carry negative connotations.
3) Improved engagement and motivation: UDL utilizes evidence-based educational practices and digital technology to create an engaging and motivating learning environment for all students, including those with learning challenges and disabilities.
4) Increased independence: UDL emphasizes the development of self-regulated learners, which can help students with learning challenges and disabilities become more independent and self-reliant in their learning.
5) Preparation for the real world: By providing an inclusive learning environment, UDL prepares students with learning challenges and disabilities for the real world, where they will need to be able to navigate and adapt to a variety of situations and environments.
3.2.4. Preparing Students for Life
It has been established that the most commonly faced learning challenges by students are pervasive in every aspect of an individual’s life. By addressing learning challenges effectively, the education provided could cater to the needs of students who may continue to face these challenges in adulthood, in both social and professional contexts. Educators are not only tasked with preparing students academically, but also with providing them with the skills, abilities, and knowledge necessary for success in a changing global context. Therefore, every student must have access to support services that can meet their unique needs. Addressing learning challenges and creating an education system that caters to all students can significantly prepare them for their social and professional lives after school. According to a study by Hensley and Robey (2018) [11] , students who received inclusive education reported better employment outcomes and higher levels of socialization compared to those who received segregated education. Inclusive education provides students with disabilities the opportunity to interact with and learn from their peers without any segregation, enabling them to develop social and emotional skills that are vital for their future professional and social lives. Furthermore, inclusive education promotes the development of skills such as self-advocacy and self-regulation, which are critical in post-school settings (Hensley & Robey, 2018) [11] . Ultimately, creating an education system that is inclusive and caters to all students’ needs prepares them to be successful in their future social and professional lives.
4. Implications of Neglecting Learning Challenges in Educational Institutions and Systems
Neglecting learning challenges in educational institutions and systems can have significant implications for both students and society as a whole. One of the most significant implications is that students with learning challenges may struggle to receive the support and accommodations they need to succeed academically. This can lead to lower academic achievement, decreased self-esteem, and limited opportunities in post-school life (Wagner et al., 2017) [12] . In addition, students with learning challenges who do not receive appropriate support may be more likely to experience mental health challenges, including anxiety and depression (Branum-Martin, Meadan, & Halle, 2015) [13] . Neglecting learning challenges can also have implications for society as a whole, as it can limit the potential of individuals with learning challenges to contribute to the workforce and the broader community. Therefore, educational institutions and systems must address learning challenges and provide appropriate support and accommodations to ensure that all students can reach their full potential. Failing to address learning challenges in every school has a significant impact on the students, educators, and society at large. Some of these implications include the followings.
4.1. Stigmatization and Discrimination
The effect of neglect in addressing learning challenges can lead to the stigmatization and discrimination of students with such challenges. Segregating students with learning challenges in special education schools can create an environment where students are treated differently, further exacerbating how they feel in other generalizing school environments. When students do not receive appropriate support and accommodations, they may be perceived as lazy, unmotivated, or unintelligent, which can lead to negative stereotyping and discrimination (Thompson, Thurlow, & Johnson, 2018) [14] . This may lead to students feeling isolated, ashamed of who they are, and stigmatized by both peers and educators. Neglecting learning challenges in educational institutions and systems can lead to stigmatization and discrimination against students with learning challenges. This stigmatization can have long-lasting effects on students’ self-esteem and confidence, which can limit their potential for academic and personal success (Siperstein, Bak, & Patti, 2015) [15] . Additionally, students with learning challenges who do not receive appropriate support may be at higher risk of being excluded or bullied by their peers, further contributing to their sense of isolation and marginalization (Thompson et al., 2018) [14] . Ultimately, neglecting learning challenges can perpetuate a cycle of stigmatization and discrimination that can have serious consequences for students’ academic and personal development.
4.2. Poor Academic Performance
A student with unaddressed learning challenges is more likely to experience academic difficulties than one who has access to support services. Additionally, the lack of attention to such challenges can render the school environment non-conducive for successful academic outcomes. Poor academic performance can be one of the most visible consequences of neglecting learning challenges in educational institutions and systems. Students with learning challenges who do not receive appropriate support and accommodations may struggle to keep up with their peers academically, leading to lower grades and test scores (Morgan, Farkas, & Wu, 2009) [16] . This can limit their opportunities for post-secondary education and future employment. Poor academic performance can also lead to a lack of confidence and motivation, which can further exacerbate learning challenges and perpetuate a cycle of underachievement (Graham & Juvonen, 2014) [17] . Therefore, educational institutions and systems must identify and address learning challenges early on, and provide appropriate support and accommodations to ensure that all students have an equal opportunity to succeed academically.
4.3. Exclusion from Critical Opportunities
An inability to address learning challenges could lead to students who face such challenges being excluded from critical opportunities to grow both academically and socially. Failing to serve the needs of all students will mean that those who need special attention are excluded, reducing their chances of engaging in specific peer interactions and extracurricular activities that can help them grow and develop. Neglecting learning challenges in educational institutions and systems can lead to exclusion from critical opportunities for students with learning challenges. This can limit their potential for academic and personal growth, as well as future career opportunities. (Lindsay & Edwards, 2013) [18] . Therefore, it is essential for educational institutions and systems to address learning challenges and provide appropriate support and accommodations to ensure that all students have equal access to critical opportunities.
5. Conclusion
The need to address students’ learning challenges in every school cannot be overstated or underestimated. Every student deserves access to support services and interventions necessary for successful academic and social outcomes. The importance of this is not just based on the principle of equality and equity in education, but also on the effectiveness of learning, ensuring students can succeed both academically and socially. By providing an inclusive education system that addresses the unique learning needs of each student, teachers can ensure that every student has equal opportunities to learn and succeed. Failure to address learning challenges in every school not only harms students with learning challenges, but also has wider implications for society. However, when schools attempt to adopt UDL, it ensures that all students receive the necessary accommodations to learn without having to be placed in a separate and often stigmatizing special education class. Addressing the learning challenges of all students is fundamental to promoting equitable, inclusive, and high-quality education in every school. The process of identifying learning challenges in students involves a comprehensive and ongoing approach that aims to identify, address, and monitor the unique learning needs of each student. This process requires collaboration among educators, parents or guardians, and other professionals to ensure that students receive the necessary support and resources to overcome their challenges and achieve academic and social success. It promotes a sense of community and belonging, helps prevent the achievement gap between students with and without disabilities, reduces special education stigma, and promotes equity in education. As such, schools should work towards adopting universal and inclusive education practices, focusing on meeting the needs of all students, regardless of their learning challenges. By doing so, schools can foster an environment of acceptance, wellness, academic growth, and respect for diversity.